Graduate Capabilities Sought by Employers

This report provides a solid discussion on employability skills, the transformation of the job market, as well as the major areas of focus based on employers and employee’s perspectives. The focus is on students with commerce degrees, who are expected to develop their skills while completing their third-year degree.

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Letter of transmittal
School management
Best street 9097494
[e-mail]
31/5/2018
James Brown,
The representative,
2018 cohort,
Best Street 2009090.
Dear James,
Presented below is the report on student employability in the modern labour sector. The purpose
of this report is to provide an extensive discussion as to the skills which employers look for, to
determine the employability of graduates in different fields. The report encourages intellectual
development and the overall transformation of the society into a learning platform. As far as
higher education is concerned, the focus should be on the employability of graduates from
different institutions, which can be a richer concept and a much beneficial one, rather than the
focus on skills development. This report, therefore, emphasised the importance to start thinking
beyond critical skills in the case of graduate employability. Additionally, I have also included
basic strategies and recommendations, which can be of help to both the institution and the
students in general. The problems facing employability in the modern employment platform are
not only related to institutional aspects but personal concerns which need to be followed up. The
report begins with a discussion which highlights various components that determine student
employability right after their graduation from higher learning institutions. Skills, capabilities an

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attributes which employers are continually seeking have been explored. Secondly, I have also
provided a summary of the entire report has also been provided, to help understand the flow and
critical areas. The focus is on students with commerce degrees, who are expected to develop
their skills while completing their third-year degree.
Yours sincerely,
(Name and signature)
Head of student development program

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GRADUATE CAPABILITIES SOUGHT BY EMPLOYERS
Student’s Name
Professor’s Name
Course name
Institution
City
Date

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Table of contents
Executive summary………………………………………………………………...5
1.0. Introduction……………………………………………………………………6
1.1. Background……………………………………………………………6
1.2. Purpose………………………………………………………………...6
1.3. Scope…………………………………………………………………...7
2.0. Discussion……………………………………………………………………...7
3.0. Summary and conclusions……………………………………………………..8
4.0. Recommendations……………………………………………………………..9
References …………………………………………………………………………10

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Executive summary
Based on the perspectives derived by most employers, graduate employability seems to be
focused on ‘work readiness. Work readiness according to employers, is centered on the
possession of skills, attitudes, knowledge and understanding, which will enable graduates to
perform tasks as expected (Bridges, 2013). This report provides a solid discussion on
employability skills, the transformation of the job market, as well as the major areas of focus
based on employers and employee’s perspectives. Employability skills are graded as generic in
nature, rather than being job specific. This way, they cut across all industry platforms. For a
commerce student, the main focus should be on precision and accuracy especially when dealing
with calculations that requires high level of speed and efficiency (Bridges, 2013). A commerce
student and graduate needs to also prove to the employer that he or she exhibits critical thinking
skills, which will enable him to perform as expected on the job (Bridges, 2013). The report
emphasizes on the bottom line which is to come up with ways through which students and
learning institutions can be empowered, in order to develop graduate competencies, and enable
them to possess credible skills in the competitive employment sector. All these aspects should
not be shunned, thus the thorough review made on all skills in this report.

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1.0. Introduction
1.1. Background
There is minimal doubt regarding the aspect of graduate employability, which continues
to rise and has been considered a priority issue of consideration for most bodies involved in
university decision making. Employability is one of the most important aspects considered when
evaluating the performance of universities. Poor employability figures point towards inefficiency
in the university learning system, hence branded as the lack of readiness for graduates to be
absorbed into the job market. The employability agenda needs to be upheld, in order to ensure
that students do not just choose universities, while solely relying on the employability figures. A
lot needs to be done to enhance the quality of education and skills passed on. Education is one of
the most important element when it comes to the analysis of human capital, and cannot therefore,
be shunned. The human capital element of every education system is inescapable. Learning
needs to be responsive to the employment needs of individuals, and development skills ought to
also, be incorporated into the learning process.
1.2. Purpose
The purpose of this report is to provide an extensive discussion as to the skills which
employers look for, to determine the employability of graduates in different fields. The report
encourages intellectual development and the overall transformation of the society into a learning
platform. As far as higher education is concerned, the focus should be on the employability of
graduates from different institutions, which can be a richer concept and a much beneficial one,
rather than the focus on skills development. This report, therefore, emphasized the importance to
start thinking beyond critical skills in the case of graduate employability.
1.3. Scope

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The report begins by a discussion which highlights various components that determine
student employability right after their graduation from higher learning institutions. Skills,
capabilities an attributes which employers are continually seeking have been explored. Secondly,
a summary of the entire report has also been provided, to help understand the flow and critical
areas which have been focused on. Further, recommendations and strategies which can be used
by students to make them more employable have also been presented. The focus is on students
with commerce degrees, who are expected to develop their skills while completing their third
year degree. The report is focused on addressing James Brown, a representative of the entering
cohort for the year under consideration.
2.0. Discussion
Key skills have become the central component under consideration. High education
agencies and graduate recruitment firms are keen to consider skills rather than scores in tests
from most students. Universities, on the other hand, have begun to put into place massive
investments when it comes to skill development, with the aim of improving employability
(Burges, 2007). Most institutions are also keen to comply with the QAA auditing requirements,
and this has led to intensified advocacy over the skills agenda which is promoted even by the
academic staff in most learning institutions. The concept of capability is what profoundly drives
the employment sector in the modern world (Burges, 2007). Confidence and self-esteem are
highly considered by employers, which are considered essential skills and competencies when it
comes to securing suitable employment.
A lot of competencies need to be developed, to enable graduates to discover their
potential (Crammer, 2006). Capability is associated with the capability for voice, capability for
action, and the capability for deliberation. The capability for voice is associated with the ability

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of an individual to express their opinions, especially in public and make them count. It is more
than the skill considered to be self-assertion, as it has a lot to do with recognition of self by
others (Crammer, 2006). The three capabilities are the major focus areas by employers and
graduates are expected to exemplary display these in the competitive sector. Other skills which
are commonly considered include: flexibility of the individual, ability to cope with uncertainties,
ability to be socially sensitive, the ability to contribute to the innovative concepts and remain
creative, understanding different cultures, and entrepreneurial skills (Crammer, 2006).
3.0. Summary and conclusions
It is highly probable that the demands for learning institutions to improve in the rate of
production of employable graduates will increase (Dearin, 2017). Therefore, it is wise for both
universities and students do to all they can to ensure that their employability is predetermined
and shaped. It is time students took up their own initiative, especially in improving their chances
of employability. After understanding the skills which are focused on by most employers,
students ought to work towards improving themselves, rather than waiting upon tutors and
university bodies. There is a need for the students to therefore, reflect upon what they can do
best, and be able to seek directed guidance (Hayward & Fernandez, 2004). Perfecting skills on
specific portfolios which employers focus on will help a long way. Research in challenging
experiences will help realize the most significant hurdles which one can be tested on, hence
remain prepared (Hinchiffe, 2012). This paper has provided a distinct discussion on the aspect of
skills and employability, and the transformation of the employment industry, as well as
expectations from students and universities by the employers.

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4.0. Recommendations
There is a need for higher learning institutions to consider basic recommendations, which
will help in improving the employability for their graduates. In the commerce field for instance,
which is the major area of focus in this report, there is a need to invest heavily in skill
development (Noris, 2011). Learning institutions could involve themselves in; employment of
skills development professionals of the purpose of supplementing the role of career advisory,
development of online skill portfolios, running skilled courses and modules to help nurture
students, and develop program specifications (Mason & Gareth, 2013). These include cognitive
subject skills, and career centers which will provide an added advantage to the students. While
learning institutions take part in such initiatives, students, or graduates also need to be in the
forefront in helping embrace the change in the job market (Mason & Gareth, 2013). Students
need to be involved in self-evaluation programs through personality tests among others, in order
to check their weaknesses and areas that need to be further worked on. There is also a need to
consider the importance of on the job skills, in order to stand out from the rest in the competitive
employment sector.
Word count: 1020.

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Bibliography
Bridges, D. 2013. Transferable Skills: a philosophical perspective. Studies in Higher Education,
Vol 18, No 1, 43-51.
Burgess, R. 2007. Beyond the honours degree classification: The Burgess Group final
Report: http://bookshop.universitiesuk.ac.uk/downloads/Burgess_final.pdf
Cranmer, S. 2006. Enhancing Graduate Employability: best intentions and mixed outcomes,
Studies in Higher Education, Vol 31, No2, pp.169-184.
Dearing, R. 2017. Higher Education in the Learning Society, (HMSO). New York: John Wiley
and sons
Hayward G. and Fernandez R. 2004. From core skills to key skills: fast forward or back to the
future? Oxford Review of Education, Vol 30-1
Hinchliffe, G. 2012. Situating Skills. Journal of Philosophy of Education, Vol. 36.2, 67-202.
Mason, R. & Gareth, H. 2013. How much does higher education enhance the employability of
graduates? New York: Cambridge press.
Norris, N. 2011. The Trouble with Competence. Cambridge Journal of Education, Vol 21, No 3,
P331-341.